Curriculum and Assessment Developments at Key Stages 3 and 4

Activities with student teachers

Though this area is definitely a case of 'watch this space' for English teachers, student teachers need to be aware, at least, of the key developments around Diplomas. To that end, the two key websites are the Diploma homepages at the National Assessment Agency (http://www.naa.org.uk/naa_17791.aspx) and QCA (http://www.qca.org.uk/qca_5396.aspx). On this latter site, the Frequently Asked Questions section might provide an interesting starting point for discussion of implications of Diplomas: what issues do these questions raise about the 14-19 curriculum, and how convincing/satisfactory are the answers provided?

Another interesting website to explore is the Direct Gov website that provides material on Diplomas for pupils and parents - as well as teachers (http://yp.direct.gov.uk/diplomas/). An interesting activity is to download the information leaflets that are clearly intended to 'sell' the Diplomas to prospective pupils. A critical reading and group presentation of findings by the student teachers on the leaflets would help to promote debate about ways in which the Diplomas are being promoted and how pupils are being persuaded to 'buy into' these new qualifications.

It's an area, too, where a colleague involved in the teaching of Diplomas would be a valuable guest speaker in a taught session. There are many aspects of the potential 'cross-curricular' nature of the Diplomas that could have implications for the role of the English teacher, and raise further questions about the nature of the subject. If there is a danger that English teachers might be required to teach 'Functional English' aspects as a discrete aspect of the Diploma, what might that mean? One or more teachers currently involved in the teaching of Diplomas could offer models of how things are working in their institutions to stimulate discussion and debate amongst the student teachers. Ultimately, this could lead student teachers right back to reconsider earlier discussions had during their training about the 'point' of English within school and within the experience of the pupil.